Money, Money, Money,
Money…..No Money
PEP Grant
Diane Delozier Lahr
Delozier.Diane@iccsd.k12.ia.us
Carol M White PEP Grant
The Carol M. White Physical Education Program provides grants to LEAs and community-based
organizations (CBOs) to initiate, expand, or enhance physical education programs, including
after-school programs, for students in kindergarten through 12th grade. Grant recipients must
implement programs that help students make progress toward meeting state standards. Funds
may be used to provide equipment and support to enable students to participate actively in
physical education activities. Funds also may support staff and teacher training and education.
For the Iowa City Community School District Physical Education Program, the goals
were:
• Develop a Wellness Center accessible to students, staff and community at City High and
West High and the three Junior High schools.
• Purchase and use technology from Polar and Dell for fitness assessments, classroom
management and school to home communication (TriFIT systems, PE Manager
software, TriFIT software, Pharos handheld computers, heart rate monitors – E40 for
elementary and E600 for Junior High and High Schools).
• Develop partnerships with our community resources to improve the health/fitness of our
children district wide. For example, Mercy Hospital, University of Iowa Recreation
Services and PEP grant Advisory Committee.
• Develop and make improvements in our ICCSD Phys Ed curriculum (Rewrite elementary
syllabus, implement nutrition for K-12, and exit exams for 4th, 8th and 12th graders).
• The addition of additional lifetime activities, continuity at the upper levels 7-12 regarding
curriculum, and professional development we felt were important components.
• Traversing walls for the west side elementary schools.
Appendix B
Figure 1: No Child Left Standing in Line II Project Elements
Program Element #8 Program Element #1 Program Element #2
Program Evaluation, Revision & Establish Tri Fit System: Create School-Community
City-Wide Expansion Fitness Assessment, Wellness Center & Upgrade
Individualized Planning & School Exercise/Fitness
Evaluate PE Program Monitoring Equipment
Program Operation Fitness Assessment Cardiovascular equipment
Student Health/Fitness Heart Rate Monitor (HRM) Weights
Outcomes Lung capacity
Blood Pressure Use in PE Classes
Student/Teacher Satisfaction Weight/Height After-School/Weekend use by
Identify Needed Improvements Flexibility students/community members
Modify Program Cardiovascular endurance Community volunteers to
Expand to West side feeder system Arm/Abdominal Strength supervise equip. usage
Software-generated Accessible to all, including
Individualized Exercise & students with special needs
Nutrition Plan
Ongoing Monitoring of
Health/Fitness Status
Program Element #7 Project Goal: Program Element #3
Curricular Revisions to Align with Ongoing Professional
with State PE & Health Standards Reducing % of Development
Serve on ICCSD’s Health Overweight/Obese Site Visits to Wellness Institute
Education Curriculum Review Seminars on use of HRMs,
team: ICCSD Students TriFit assessment, PE Mgr
Revise standards/benchmarks software, Pocket PC, Wellness
Integrate Health Ed into 7-12 And
Ctr
grade PE Improving Cardio Fitness, Follow-up consultation
Emphasize lifetime activities/sports
Increase courses emphasizing Strength & Flexibility Virtual Learning Classroom
lifetime fitness Lesson-study of current research
Increase PE time district-wide and trends in PE
Eliminate PE waivers
Program Element #6 Program Element #5 Program Element #4
Health & PE Integration Community Agency Referral School-Comm. Collaboration
Phys Ed Curriculum will include Fitness monitoring: UI HS & Jr.H Health Fairs where
Fitness Education Coalition of Diabetes Health Community agencies promote
Nutrition Education Professionals & Educators fitness programs
Fitness for Life (Corbin) Health Nutrition/exercise consultation Dietary/Nutrition Education
& Wellness topics UI Weight Management Wellness Center after-hour
Mercy Hospital staffing with UI Exercise
Assist students to apply fitness and Hy-Vee Dietician Science students in training
wellness concepts into their lives Develop resource guide on Ballroom dance instruction at
the high school
community recreation/exercise
program options
Community Resources
•Hy-Vee Dietician and Iowa State Extension Office
•Wellness Fair Agencies
•Mecca, UAY, Dental College, Planned Parenthood,
Mercy, JC Ambulance, DeGowin Blood Center,
Progressive Rehab….
•Shapedown with U of I Hospitals
•Health Curriculum Review
•Wellness Policy Committee
It’s not about Sports
It’s not about Athletics
It is about activity for ALL,
ALL THE TIME
The NEW PE
• Emphasis is on teaching fitness and healthy active
lifestyles and wellness.
•Teach skills but don’t test them
• Change the rules or adapt games to encourage full
participation (4 is the magic number, 5 is too
much…)
• Authentic assessment based on effort (heart rate
monitors)
• Utilize latest most current technology
• Less structure in classes
• Be a Facilitator not only an Educator
• Advocacy is a way of life and we all have to live it.
• Creative financing
• There is no ONE WAY of doing things
Motivate—Motivate--Motivate
Report Card
Daily Heart Rate Printout
Visual Evidence & Results
Meal Planner
Fitness
Testing
Report
Why is PE important in school?
• California Department of • NASPE (2001)- 2 Studies
Education
• Linked physical activity
• Analyzed 2001 results of programs to stronger
physical fitness testing and academic achievement,
compared them with the increased concentration and
Stanford Achievement test for improved math, reading and
nearly 1,000,000 students in writing test scores.
5th, 7th, and 9th grades.
• Showed that students
• Higher levels of fitness were participating in daily physical
was associated with higher education exhibit better
levels of achievement, attendance, a more positive
especially in math. attitude towards school, and
superior academic
performance.
All Students Need to be Engaged
and Moving
NASPE Standards for Moderate to Vigorous
Activity
-Elementary—150 minutes per week (5 days @
30 min per day 25 minutes, 4 days/wk (max
of 60 minutes if moving 15 minutes in every
class)
-Secondary—225 minutes per week (5 days @
45 min per day) 45 minutes, 2-3 days/wk
(max 90 minutes if moving 30 minutes in
every class)
“It is not the perception of a staff regarding the
ability of their students that is paramount in
creating a culture of high expectations. The staff
members’ perception of their own personal and
collective ability to help all students learn is far
more critical. This belief in one’s ability to impact
the outcome on the basis of his or her personal
efforts, or self efficacy, is the cornerstone of a
culture of high expectations.”
Quote is from Whatever It Takes by Richard DuFour, Rebecca
DuFour, Robert Eaker and Gayle Karhanek.
Resources
Spark, The Revolutionary New Science of Exercise and the Brain, John J. Ratey, MD
The Dominance Factor, How Knowing your Dominant Eye, Ear, Brain, Hand & Foot
Can Improve Your Learning, by Carla Hannaford, Ph.D.
Smart Moves, Why Learning is Not All in Your Head, by Carla Hannaford, Ph.D.
Leading Change, by John P. Kotter
Brain Rules 12 Principles for Surviving and Thriving at Work, Home, and School, by
John Medina
Brain Gym, by Paul E. Dennison, Ph.D. and Gail E. Dennison
Appropriate Practices for Elementary School Physical Education (Middle and High
School available, also), naspe@aahperd.org
Thinking on Your Feet, by Jean Blaydes Madigan, www.actionbasedlearning.com
The evidence shows that physical fitness
is a stronger indicator than sports
participation for self-esteem and relating
to others. The kids feel better about
themselves. The key concept is physical
activity, not your skill level.
Don Hellison, professor of kinesiology, University
of Illinois at Chicago